Modelling Learners and Learning in Science Education: Developing Representations of Concepts, Conceptual Structure and Conceptual Change to Inform Teaching and Research
Buku ini diterbitkan tahun 2013 oleh Springer Science+Business Media Dordrecht. London adalah buku edisi Pertama.
Judul: Modelling Learners and Learning in Science Education: Developing Representations of Concepts, Conceptual Structure and Conceptual
Change to Inform Teaching and Research
Oleh: Keith S. Taber
Penerbit: Springer Science+Business Media Dordrecht. London
Tahun: 2013
Jumlah Halaman: 371 hal.
Penulis:
Keith S. Taber
Faculty of Education
University of Cambridge
Cambridge , UK.
Lingkup Pembahasan:
Dalam buku mengemukakan masalah yang sering dikemukakan seolah-olah belajar berkaitan pengertian seperti pemahaman, pemikiran dan mengetahui yang tidak bermasalah. makalah penelitian (seperti yang akan digambarkan dalam Bab. 1) umum melaporkan hasil penelitian dalam hal pengetahuan siswa, atau pemahaman, seolah-olah istilah dipahami dengan baik dan tidak ambigu dan gagasan di belakang mereka adalah bermasalah. Buku ini kemudian mengeksplorasi peran pemodelan dalam penelitian mengeksplorasi pembelajaran di bidang science. Asumsi mendasar dari buku ini adalah bahwa penelitian pembelajaran di bidang science tentu melibatkan membuat klaim pengetahuan berdasarkan bangunan dan mewakili model. Laporan di makalah penelitian memberikan rincian pengetahuan siswa, dan / atau perubahan konseptual, bergantung pada model peneliti mengadopsi atau mengembangkan ketika menafsirkan data mereka.
Daftar Isi:
Part I Introduction
1 The Centrality of Models for Knowledge Claims in Science Education 3
Some Examples of Knowledge Claims Made in Studies 4
Knowledge Claims in Research. 5
Locating This Work Within a Research Programme 6
Assumptions Informing the Research Process May Not Be Explicit 9
Knowledge Claims Need to Be Understood as Being About Models 22
Part II Modelling Mental Processes in the Science Learner
2 Introduction to Part II: The Mental Register 27
The Problem of Natural Language in Technical Studies 29
Folk Psychology as a Lifeworld Structure 31
Mental Life 32
3 Modelling Mental Activity 35
The Mind 37
Consciousness as an Emergent Property of Processing 42
Consequences for Science Education 48
Principles Informing the Account in This Book 49
4 The Learner’s Ideas 51
The Idea of Ideas 51
Sensation and Perceiving the World 52
Paying Attention: Distinguishing Subliminal and Preconscious Processing 65
Recalling Experiences 68
Imagining Possibilities 68
Expressing Ideas 69
Accessing Another’s Ideas 74
Research to Investigate Learners’ Ideas in Science 75
5 The Learner’s Memory 79
Memory as a Source of Our Ideas 80
The Physical, Functional and Mental Aspects of Memory 80
The Nature of the Learner’s Memory Store 82
Forgetting 96
Working Memory 104
6 The Learner’s Understanding 119
The Meanings of Understanding 120
Two Perspectives on Understanding 121
Normative and Idiographic Approaches to Exploring Understanding 122
Testing Student Understanding: Challenges of the Normative- Positivistic Approach 124
The Messy Nature of Student Understanding 126
Describing Student Understanding: Challenges of the Idiographic Approach 136
Comprehending Language 138
7 The Learner’s Thinking 141
Establishing a Meaning for ‘Thinking’ 143
Forms of Thinking Valued in Science Education 149
Metacognition 157
The Fallacy of ‘Machine Code’ 158
Key Terms from the Mental Register 162
Part III Modelling the Science Learner’s Knowledge
8 Introduction to Part III: Knowledge in a Cognitive System Approach 167
Seeking to Understand ‘Knowledge’ Within the Cognitive System Approach 170
9 The Nature of the Learner’s Knowledge 173
Knowledge as a Problematic Notion 173
The Possibility of Distributed Knowledge 183
10 Relating the Learner’s Knowledge to Public Knowledge 191
Scientifi c Knowledge as Public Knowledge 193
Target Knowledge in School and College Science 206
11 Components of Personal Knowledge: Characterising the Learner’s Conceptual
Resources 209
Key Distinctions 211
Mental Models 225
A Model of the Ontology of Knowledge in Cognitive Structure 226
12 The Structure of the Learner’s Knowledge 231
The Importance of Conceptual Integration 237
Degrees of Integration of Students’ Science Knowledge 239
Domain-Based Learning 247
Part IV Modelling Development and Learning
13 Introduction to Part IV: Development and Learning 253
Thinking of Develop ment as Under Genetic Control 255
Thinking of Learning as Learning Environmentally Contingent 255
14 Models of Cognitive Development 257
Piaget’s Stage Theory of Cognitive Development 257
Beyond Formal Operations 263
Perry’s Model of Intellectual and Ethical Development 264
Social Processes in Cognitive Development 268
Modelling the Development of the Cognitive Apparatus 268
Domains of Cognition and Modularity of Mind 269
Domains of Cognition 274
15 Modelling Conceptual Learning 277
Is There a Learning Paradox? 278
Concepts and Conceptions (Revisited) 283
Concept Formation: Developing Spontaneous Concepts 284
Acquiring Academic Concepts 286
Learning ‘Academic’ Concepts 288
Concept Modifi cation 289
A Hypothetical Example of Concept Development 295
The Challenge of the Separate Domains Model to Conceptual Development 301
Revolutionary and Evolutio nary Conceptual Change 310
The Notion of Conceptual Ecology 314
Part V Conclusion
16 Implications for Research 327
Challenges for Research 329
Appendix 341
Testing the Logic of Research 341
References 343
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